The Literacy continuum incorporates two overarching processes:
with the following areas of knowledge applying to both processes:
These processes and areas of knowledge are used as the organising elements of the Literacy continuum. The elements are drawn from the Language and Literacy strands of the Australian Curriculum: English as shown in the table below:
|Literacy Continuum||Australian Curriculum: English|
|Comprehending texts through listening, reading and viewing||Expressing and developing ideas||Interpreting, analysing, evaluating|
|Composing texts through speaking, writing and creating||Language for interaction||Interacting with others
|Text knowledge||Text structure and organisation
Concepts of print and screen
|Interpreting, analysing, evaluating
|Grammar knowledge||Expressing and developing ideas
Language for interaction
|Word knowledge||Expressing and developing ideas|
|Visual knowledge||Expressing and developing ideas||Interpreting, analysing, evaluating
A text is the means for communication. Texts can be written, spoken, visual or multimodal, and in print or digital/online forms. Multimodal texts combine language with other systems for communicating such as visual images, soundtracks and spoken word, as in film or computer presentation media. Texts include all forms of Augmentative and Alternative Communication (AAC), for example gesture, signing, real objects, photographs, pictographs and Braille. The forms and conventions of texts have developed to help us communicate effectively with a variety of audiences for a range of purposes, and so texts in different learning areas can and do use language and other features in different ways.
Where the term ‘texts’ is used in the Literacy continuum, this should be read as the type of texts particular to or characteristic of a learning area; for example, reports, data displays and procedures in Mathematics; models, diagrams, explanations and reports in Science; and narratives, descriptions, discussions and explanations in History.
The diagram below sets out these elements.